English philology department hamroeva Shahnoza Muxriddin Qizi

Presentation of Tasks

Two sets of questions are designed and administered to students and teachers respectively on the use and effectiveness of dictionaries, both in classroom activities and in their individual studies. The questionnaires elicited desired responses from approximately 100 respondents from each group, including information gathered during individual interviews, during the study.

The Student Questionnaire tests students' knowledge in using the dictionary as well as feedback on effectiveness; both in their classroom activities at school and at home.
The Teacher Questionnaire examined students' adequate training in using dictionaries as a learning resource and also identified ways to instill and test students' dictionary skills. students during classroom instruction. These questionnaires address the concerns of this study consistent with its purpose.

2. 
   Dictionary as an Effective Strategy in Teaching and Learning English Language
   

Dictionaries are an effective learning resource, especially in an ESL environment. According to Folse (2004), studies of learner strategies including dictionaries and students' needs increased in the mid-1990s. Folse considers learner strategies to be specific actions used by students in their learning. language learning.

Oxford (2003:8) has defined learning strategies as "specific behaviors or thought processes that students use to enhance their own L2 learning".
Teachers can also explore strategies or resources for effective language transmission. Some of these resources include: using flashcards, inferring meanings from context, translations from learners' native languages, using parts of words to learn new words, and looking up words in a dictionary.
Some of the roles teachers play in using dictionaries are:
I. Educate students about using dictionaries in and out of the ESL classroom.
II. Move them from their cultural knowledge of L1 to learning the basics of L2 and help them build on their existing knowledge of their first language and link relationships between languages.
III. Create a pathway for independent and collaborative learning by introducing dictionary-based language lesson activities.
IV. Periodically assess their dictionary skills, using questions that elicit illustrated answers.
V. Make dictionary learning a fun and easy exercise to engage students and achieve success.
The role of learners in using dictionaries is:
I. ESL learners should strive to achieve a level of language proficiency in the first language, in order to successfully transition into the target language.
II. Decipher the meaning of words in their context, before consulting a dictionary. Dictionaries should be seen as a resource rather than a learning tool.
III. Engage in private and collaborative activities, use dictionaries, and ask questions when necessary.
IV. Keep a vocabulary notebook, note the meanings of words - homonyms, polysemy and their other uses; and their phrases.
V. Practice dictionaries regularly, note spelling of words, pronunciation, parts of speech, abbreviations and the like.
VI. Make sure to use the correct dictionary for learning tasks.
VII. Apply dictionary skills in reading and writing and develop vocabulary for effective communication.
VIII. Using a regular dictionary in addition to a book dictionary, such as a text-based and contextual online dictionary, is more convenient and time-saving.